Le partage de l'education entre le domicile et l'ecole peut-il beneficier a l'enfant autiste ?

Titre original en anglais : Can sharing education between home and school benefit the child with autism?

Cette publication est incluse dans le projet « Contributions académiques de personnes autistes sur l’autisme ». un auteur·ice de cette publication est identifié·e comme autiste dans le projet.

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Lawrence, C. (2017). Can sharing education between home and school benefit the child with autism? [Dissertation, Sheffield Hallam University]. Sheffield Hallam University. https://doi.org/10.7190/shu-thesis-00030

Date de publication: 01/01/2017 Ajout dans AutiHub: 18/09/2026 Type: Thèse Langue de l’article: Anglais
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  1. Clare Lawrence *

Résumé

Cette exploration par recherche qualitative utilise une analyse phenomenologique interpretative d'etudes de cas afin d'etudier la diversite et la congruite des experiences vecues par des familles partageant l'education entre le domicile et l'ecole pour des enfants autistes. A l'aide d'un entretien semi-structure et d'un questionnaire de suivi, elle examine les points de vue de cinq meres et inclut des contributions supplementaires de membres de la famille elargie et de professionnels. Les resultats sont presentes sous forme de cas idiographiques, examines a travers la « lentille » de neuf propositions de recherche ayant emerge de l'orientation de membre complet du chercheur, puis presentes dans une synthese intercas sous trois themes superordonnes qui ont emerge : le partage de l'education est une reponse a un besoin ; il est une reponse a la fois aux aspects positifs percus et aux aspects negatifs percus de l'experience scolaire ; et il est utilise par les parents comme un « pont ». Les resultats sont consideres a la lumiere d'etudes similaires (Kidd and Kaczmarek, 2010; Hurlbutt, 2011) portant sur l'experience de parents instruisant a domicile leurs enfants autistes, ainsi que d'une etude (McDonald and Lopes,2014) portant sur des parents partageant l'education de leurs enfants autistes entre le domicile et les Schools of Isolated and Distance Education en Australie-Occidentale. Les resultats suggerent qu'il existe un accord considerable quant aux difficultes rencontrees a l'ecole par l'enfant autiste, aux motivations des parents pour intervenir et a l'adhesion des parents au rapport, soutenu par la litterature, sur l'importance de la participation parentale a l'education d'un enfant. Les participants s'accordent a dire que le partage de l'education entre le domicile et l'ecole peut etre benefique a leur enfant, bien que l'heterogeneite de la population autiste et la diversite des circonstances individuelles des participants conduisent a une absence de congruite quant a la forme que peut prendre ce benefice.

This qualitative research exploration uses interpretative phenomenological analysis of case studies to investigate the diversity and congruity of the lived experiences of families sharing education between home and school for children with autism. Using semi-structured interview and follow-up questionnaire it examines the perspectives of five mothers, and includes further input from wider family members and professionals. Findings are presented as idiographic cases, examined through the ‘lens’ of nine research propositions to have emerged through the researcher’s complete-member orientation, and further presented in cross-case synthesis under three super-ordinate themes to have emerged: that shared education is a response to need; that it is a response to both perceived positives and perceived negatives in the school experience; and that it is used by parents as a ‘bridge’. Findings are considered in the light of similar studies (Kidd and Kaczmarek, 2010; Hurlbutt, 2011) into the experience of parents homeeducating their children with autism, together with a study (McDonald and Lopes,2014) into parents sharing the education of their autistic children between home and the Schools of Isolated and Distance Education in Western Australia. Findings suggest that there is considerable agreement on the challenges faced by the child with autism in school, on the parents’ motivations for intervening and on the parents' endorsement of the literature-supported report on the importance of parental involvement in a child's education. Participants agree that sharing education between home and school can lead to benefit for their child, although the heterogeneity of the autistic population and the diversity of individual participant circumstances lead to a lack of congruity as to the form that this benefit may take.

Bibliographie citée par cette référence

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Vue d’ensemble de la bibliographie citée

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Références citées
241
Avec un DOI
174
Sans DOI, à partir du texte brut de la bibliographie
0
11 / 241 (4,6 %) références citées comprennent au moins une personne identifiée comme autiste.
Références avec données à compléter
3 / 241 (1,2 %)
Références avec noms d’auteurices détectés
238 / 241 (98,8 %)
Sans nom d’auteurice détecté
3
Sans titre structuré
0
Sans identifiant stable
0
Références avec noms bruts d’auteurices restant à vérifier
0
Références avec problème de récupération des métadonnées externes
2
Ces indicateurs portent sur les références citées affichées sur cette page, après fusion des doublons techniques. Une référence sans DOI peut quand même soutenir les statistiques d’auteurices lorsqu’un titre et des noms d’auteurices sont disponibles.
Noms d’auteurices détectés dans la bibliographie citée
615
À partir du DOI ou de métadonnées externes
615
À partir du texte brut validé de la bibliographie
0
Noms bruts déjà validés
0
Noms bruts restant à vérifier
0
114 / 615 (18,5 %) noms sont associés à un·e auteurice déjà présent·e dans AutiHub. 501 / 615 (81,5 %) noms ne sont pas encore associés.
Noms associés à une personne identifiée comme autiste
13 / 615 (2,1 %)
Calculé sur l’ensemble des noms d’auteurices détectés dans la bibliographie citée. Parmi les noms associés à un·e auteurice déjà présent·e dans AutiHub : 13 / 114 (11,4 %). Personnes distinctes identifiées comme autistes : 8 / 552 (1,4 %).
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